Athletic Training Clinical Instructors as Situational Leaders

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Athletic Training Clinical
Instructors as Situational
Leaders
Presented By:
Deepayan Biswas
Roll no. 215117061

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Introduction
Leadership model to be used by
clinical instructors(CI) while teaching
and supervising athletic training
students(ATS) in the clinical setting.

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Situational leadership styles
1. Telling
2. Selling or Coaching
3. Participating
4. Delegating

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Clinical instructors as situational leaders
with examples

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Telling Style
•Teaching a beginning student to administer superficial heat
clinically, the CI proper instructions given to the ATS.
•The student does not think deeply but only reacts to that command.
•Additionally, the CI dialog with the student to teach the guidelines
student growth and advance the learning process.

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• CI performs the telling, or problem-solving and decision-
making processes, the student learns because of the
quality communication and feedback between them.

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Selling style or coaching style
•An athlete need of superficial heat for a chronic
quadriceps muscle injury.
•Through previous observation , ATS gives hot pack for
this athlete.
•CI asked pointed questions and also suggested several
alternative treatment
.

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•This questioning challenges the student to
decide the best method of treatment for this
injury.
•Student builds self-confidence.

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Participating style
•An athlete with hip pain enters the athletic training facility and
approaches the ATS.
•ATS is reluctant to assist this athlete, based on lack of experience
and lack of confidence with this particular injury.
•The CI directs the ATS to assist the injured athlete and encourages
the ATS to use previously acquired skills and knowledge.
•The ATS may ask the CI if a particular method of treatment that was
used on another athlete with a similar injury should be administered,
thus seeking approval and building confidence

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•The CI quizzes the ATS regarding the previous
learning and, as a result, instils in the ATS a greater
sense of self-confidence.
•The CI continues to support the student's effort to
use the skills already developed and further
reinforces skills that were more recently

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Delegating style
•CI and ATS mutually discuss the challenge and a consensus of the
exact problem is defined.
•The decision-making process is delegated totally to the student.
•As CI has “tested and challenged” the knowledge base, both the
cognitive and psychomotor abilities of the ATS.
•ATS encouraged to make clinical decisions with little guidance from
the CI.

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Conclusions
•The level of readiness of the follower determines
the style employed.
•As the ATS's level of readiness changes, so
should the clinical instructor's leadership strategy.